STEM

Be a BeeBot

Students will develop an understanding of basic coding concepts by creating and following simple directional algorithms. Students will practice sequencing instructions using directional commands and apply these skills to guide a partner through a grid to reach a target location.

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Outcomes

This lesson will help introduce coding for computers to grades 1 and 2.  This lesson can be done before using technology that introduces coding.  The lesson is designed for a half hour. 

 

Language Arts A1: Grade 1 Learners will apply listening, speaking and non-verbal communication skills and strategies to understand and communicate meaning for various audiences, purposes, and contexts

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Digital Competencies and Skills: P-2 Participate in Coding Activities

 

At Grades Primary to 3, students will be introduced to basic computer skills as part of their integrated subjects. As per the Action Plan, this has already started and is not new but will be foundational for P-3 students.

 

Coding at this level involves the understanding that clear ideas and solutions require clear plans, or sets of instructions (algorithms), and that doing one step after another is important to arrive at the intended result. For example, the steps to make a sandwich (or a simple recipe) involves following a set of instructions that can be represented in a story-board. The importance of sequencing and logic is not only important in daily life but also in math and coding.

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Pre-Teaching

Students will be taught will be taught what coding is before doing this lesson. 

 

Coding is the way we talk to computers to tell them what to do, using a set of step-by-step instructions. These instructions are called code.  If you write code for a job you are called a programmer.  They create the fun games, websites, and animations, you like to play!  You too can be a programmer!  In class you will create code in an application (app) so our class robot moves.  But today you are going to program each other!   

 

Grade 1 students use BeeBots and grade 2 students use Dash.

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Materials

• An outside flat area such as a school court yard or basketball court

• Chalk

• A metre stick to draw 4X4 grids on the concrete – this step should be done before the class begins.  This step can be completed with students from older grades.  The squares in the grid are 25cmX 25cm.  You will need one grid per two students

• Small discs with one arrow marked on each one; eight discs per group

• One small marker per group, a rock found outside could be used

 

Procedure

1. Introduction (Whole Group)
Students are introduced to the idea that robots follow instructions written as code. The teacher explains that the class will practice coding like a robot using directional arrows, similar to how a BeeBot moves.

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2. Model the Activity
Using a demonstration grid, the teacher places a rock in one square and models how to create a sequence of arrows that moves a “robot” from the starting square to the target.

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3. Partner Coding Activity
Students work in pairs at a chalk grid.

• One student places a rock somewhere on the grid.
   

• The partner builds a sequence of arrows that will guide the “robot” (their partner) from the starting square to the rock.
   

• Arrows are initially placed directly on the squares to map the path.
   

• The partner then follows the code step-by-step to see if it reaches the target.
   

Students switch roles and repeat with new targets.

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4. Extension Challenge
Once students are comfortable, the arrows are placed outside the grid to form a coded sequence.

The partner must now interpret the code and follow the verbal directions.  For example:

• forward

• turn left

• turn right
   

This step removes the visual path and requires students to think more carefully about sequencing and direction.

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Assessment / Observation

Teachers observe students for:

• Ability to sequence directional commands

• Understanding of left/right turns

• Ability to debug when the code does not reach the target

• Collaboration and communication with a partner

 

Connection to Future Learning

This activity builds foundational coding skills that will transfer to BeeBot programming in the classroom. Students will apply their understanding of sequencing, direction, and algorithms when programming BeeBots to navigate grids and complete challenges

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Inclusivity

Students with a physical challenge could use a larger grid or pair with another student.

Students who are neodivergent can be aided with a teacher assistant or another student.

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